Items where Year is 2012

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Number of items: 198.

A

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Evacuee children from the Spanish Civil War: student-produced OERs

OERs for content and language integrated learning produced by 2nd year students at the School of Languages and Area Studies, University of Portsmouth,using research data documenting the experience of Evacuee children from the Spanish Civil War .

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Student oral progress report: Project on evacuee children from the Spanish Civil War

Progress report video extracts of 2nd year students at the School of Languages and Area Studies, University of Portsmouth. Students report on their progress, challenges and perceived benefits of taking part in the production of OERs for content and language integrated learning using research data documenting the experience of Luis Germinal.

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Interview with Germinal Luis Fernandez - Subtitled in English

This is a videoed interview with Spanish child emigre, Germinal Luis Fernandez. It was produced by students and staff at the University of Portsmouth. Subtitles were planned and designed by students at the University of Southampton: Laura Davies, Wes Durdle, Chris Fish and Jonathan Gannon from the University of Southampton. Project generator: Irina Nelson, University of Southampton. All use and versions of this material should be attributed. Please cite this work as: OpenLIVES project (2012). An open collection of research data and teaching materials relating to Spanish migrant stories. JISC

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B

2 Files

Collaborative working using open research data to create OERs for the humanities

This ppt outlines the programme and activities for a workshop funded under the HEA/OER seminar series. It was held on 23rd May, 2012, at the University of Southampton, and featured dissemination of research and teaching on the OpenLIVES project (JISC).

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2 Files

Engaging language educators: OERs and staff development

I gave this presentation at 'OERs and Languages' an HEA/OER seminar held at UCLAN, on 1st June, 2012. I talked about how LLAS community OER projects have led to an understanding of how engaging with open practice can lead to professional development in explicit ways (through impact of work on an external audience) and more subtle ways (through reflection, collaboration and review). Download the ppt file to edit and reuse.

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8 Files

Images: 'Los Ninos' 75th Anniversary Commemoration

These photos were taken on 12th May, 2012, at the University of Southampton, at an event to mark the 75th anniversary of the arrival of Spanish child refugees in Southampton. The event was attended by over 200 refugees and their families, as well as Spanish and Basque dignitaries, students and members of the public. It was a day of memories, emotion, history and warmth. There were many documents on display, which had been collected largely by the Basque Children's Association, and on this day, the Association officially handed their archive over to the University for safe-keeping.

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8 Files

OpenLIVES Spanish Emigre interviews - Antonio Rojas Castro

This is the raw, unedited footage of an interview with Antonio Rojas Castro, conducted by Darren Paffey, of the University of Southampton, on 17th and 19th June, 2008. It is in Spanish and is 4 hours and 8 minutes long, broken into 4 files. An English synopsis is included and some ethnographic notes made by the original researchers. This work is licensed under the Creative Commons Attribution Non Commercial License http://creativecommons.org/licenses/by-nc/3.0/. This means that you may download and adapt the work for non-commercial purposes but you must credit the original author. All use and versions of this material should be attributed. Please cite this work as: OpenLIVES project (2012). An open collection of research data and teaching materials relating to Spanish migrant stories. JISC

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OpenLIVES Spanish Emigre interviews - Carmelo Alonso

This is the raw, unedited footage of an interview with Carmelo Alonso and his wife, Fatima, conducted by Alicia Pozo-Gutierrez, of the University of Southampton, on 27th March, 2008. It is in Spanish and is 2 hours 5 minutes long. Included is a transcription, synopsis in English and ethnographic notes made by the original researchers. This work is licensed under the Creative Commons Attribution Non Commercial License http://creativecommons.org/licenses/by-nc/3.0/. This means that you may download and adapt the work for non-commercial purposes but you must credit the original author. All use and versions of this material should be attributed. Please cite this work as: OpenLIVES project (2012). An open collection of research data and teaching materials relating to Spanish migrant stories. JISC

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OpenLIVES Spanish Emigre interviews - Eduardo Bernard

This is the raw, unedited footage of an interview with Eduardo Bernard, conducted by Darren Paffey, of the University of Southampton, on 11th June, 2008. It is in Spanish and is 1 hour 30 minutes long. A transcript is included. This work is licensed under the Creative Commons Attribution Non Commercial License http://creativecommons.org/licenses/by-nc/3.0/. This means that you may download and adapt the work for non-commercial purposes but you must credit the original author. All use and versions of this material should be attributed. Please cite this work as: OpenLIVES project (2012). An open collection of research data and teaching materials relating to Spanish migrant stories. JISC

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OpenLIVES Spanish Emigre interviews - Manuel Simon Velasco

This is the raw, unedited footage of an interview with Manuel Simon Velasco, conducted by Alicia Pozo Gutierrez and Darren Paffey, of the University of Southampton, on 7th/8th July, 2008. It is in Spanish and is in two recordings of 1 hour and 50 minutes, and 1 hour 36 mins. Included is a transcript and synopsis in English. There is also a videoed interview with Darren Paffey, one of the original researchers, who talks of his experience interviewing Manuel. This work is licensed under the Creative Commons Attribution Non Commercial License http://creativecommons.org/licenses/by-nc/3.0/. This means that you may download and adapt the work for non-commercial purposes but you must credit the original author. All use and versions of this material should be attributed. Please cite this work as: OpenLIVES project (2012). An open collection of research data and teaching materials relating to Spanish migrant stories. JISC

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OpenLIVES Spanish Emigre interviews - Pedro y Eustaquio Piña Andrés

This is the raw, unedited footage of an interview with Pedro and Eustaquio Piña Andrés. It was conducted by Alicia Pozo-Gutierrez, of the University of Southampton, on 28th March, 2008. It is in Spanish and is 1 hour 27 minutes long. There is also a transcript and ethnographic notes made by the original researchers. This work is licensed under the Creative Commons Attribution Non Commercial License http://creativecommons.org/licenses/by-nc/3.0/. This means that you may download and adapt the work for non-commercial purposes but you must credit the original author. All use and versions of this material should be attributed. Please cite this work as: OpenLIVES project (2012). An open collection of research data and teaching materials relating to Spanish migrant stories. JISC

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OpenLIVES Spanish emigre interviews - Angel Villar

This is the raw, unedited footage of an interview with Angel Villar. It was conducted by Darren Paffey, of the University of Southampton, on 9th and 11th June, 2008. It is in Spanish, in two parts of 2 hours 24 minutes and 2 hours 6 minutes long. Included are: a transcription, English synopsis, photos taken of Angel in youth and in 2008, and some ethnographic notes made by the original researchers. There is also a video of Darren Paffey talking about the experience of interviewing Angel. This work is licensed under the Creative Commons Attribution Non Commercial License http://creativecommons.org/licenses/by-nc/3.0/. This means that you may download and adapt the work for non-commercial purposes but you must credit the original author. All use and versions of this material should be attributed. Please cite this work as: OpenLIVES project (2012). An open collection of research data and teaching materials relating to Spanish migrant stories. JISC

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OpenLIVES Spanish emigre interviews - Anonimo 1

This is the raw, unedited footage of an interview with a Spanish emigre, who wishes to remain anonymous. It was conducted by Darren Paffey, of the University of Southampton, on 27th June, 2008. It is in Spanish and is 2 hours 3 minutes long. Ethnographic notes are included. This work is licensed under the Creative Commons Attribution Non Commercial License http://creativecommons.org/licenses/by-nc/3.0/. This means that you may download and adapt the work for non-commercial purposes but you must credit the original author. All use and versions of this material should be attributed. Please cite this work as: OpenLIVES project (2012). An open collection of research data and teaching materials relating to Spanish migrant stories. JISC

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OpenLIVES Spanish emigre interviews - Anonimo 2

This is the raw, unedited footage of an interview with a Spanish emigre, who wishes to remain anonymous. It was conducted by Darren Paffey, of the University of Southampton, on 10th June, 2008. It is in Spanish and is 2 hours 42 minutes long. This work is licensed under the Creative Commons Attribution Non Commercial License http://creativecommons.org/licenses/by-nc/3.0/. This means that you may download and adapt the work for non-commercial purposes but you must credit the original author. All use and versions of this material should be attributed. Please cite this work as: OpenLIVES project (2012). An open collection of research data and teaching materials relating to Spanish migrant stories. JISC

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2 Files

OpenLIVES Spanish emigre interviews - Antonio Pavon

This is the raw, unedited footage of an interview with Antonio Pavon, conducted by Darren Paffey, of the University of Southampton, on 26th June, 2008. It is in Spanish and is 45 minutes long. There are also some ethnographic notes made by the original researchers. This work is licensed under the Creative Commons Attribution Non Commercial License http://creativecommons.org/licenses/by-nc/3.0/. This means that you may download and adapt the work for non-commercial purposes but you must credit the original author. All use and versions of this material should be attributed. Please cite this work as: OpenLIVES project (2012). An open collection of research data and teaching materials relating to Spanish migrant stories. JISC

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OpenLIVES Spanish emigre interviews - Corsino

This is the raw, unedited footage of an interview with Corsino Fernandez Garcia, conducted by Alicia Pozo-Gutierrez, of the University of Southampton, on 3rd July, 2008. It is in English and is in three parts. It features Corsino talking about his early life and experiences as a child refugee during and after the Spanish civil war. This work is licensed under the Creative Commons Attribution Non Commercial License http://creativecommons.org/licenses/by-nc/3.0/. This means that you may download and adapt the work for non-commercial purposes but you must credit the original author. All use and versions of this material should be attributed. Please cite this work as: OpenLIVES project (2012). An open collection of research data and teaching materials relating to Spanish migrant stories. JISC

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5 Files

OpenLIVES Spanish emigre interviews - Encarnacion Cuberos

This is the raw, unedited footage of an interview with Encarnacion Cuberos, conducted by Darren Paffey, of the University of Southampton, on 11th June, 2008. It is in Spanish and is 1 hour 55 minutes long. A synopsis in English is attached and some ethnographic notes made by the researchers. This work is licensed under the Creative Commons Attribution Non Commercial License http://creativecommons.org/licenses/by-nc/3.0/. This means that you may download and adapt the work for non-commercial purposes but you must credit the original author. All use and versions of this material should be attributed. Please cite this work as: OpenLIVES project (2012). An open collection of research data and teaching materials relating to Spanish migrant stories. JISC

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OpenLIVES Spanish emigre interviews - Germinal Luis Fernandez

This is the raw, unedited footage of an interview with Germinal Luis Fernandez, conducted by Alicia Pozo Gutierrez, of the University of Southampton, on 21st August, 2008. It is in Spanish and is in three parts. The first is 2 hours 20 minutes long; the second is 24 minutes, and the third is 1 hour 44 minutes. A transcript is included. This work is licensed under the Creative Commons Attribution Non Commercial License http://creativecommons.org/licenses/by-nc/3.0/. This means that you may download and adapt the work for non-commercial purposes but you must credit the original author. All use and versions of this material should be attributed. Please cite this work as: OpenLIVES project (2012). An open collection of research data and teaching materials relating to Spanish migrant stories. JISC

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2 Files

OpenLIVES Spanish emigre interviews - Margarita Sopo Ramos and Antonio Carrusco

This is the raw, unedited footage of an interview with Margarita Sopo Ramos and Antonio Carrusco, conducted by Darren Paffey, of the University of Southampton, on 2nd July, 2008. It is in Spanish and is 2 hours 40 minutes long. Included are ethnographic notes made by the original researchers. This work is licensed under the Creative Commons Attribution Non Commercial License http://creativecommons.org/licenses/by-nc/3.0/. This means that you may download and adapt the work for non-commercial purposes but you must credit the original author. All use and versions of this material should be attributed. Please cite this work as: OpenLIVES project (2012). An open collection of research data and teaching materials relating to Spanish migrant stories. JISC

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OpenLIVES Spanish emigre interviews - Maria Jose Garcia Guzman

This is the raw, unedited footage of an interview with Maria Jose Garcia Guzman, conducted by Darren Paffey, of the University of Southampton, on 24th June, 2008. It is in Spanish and is 2 hours 43 minutes long. A transcript is included, a synopsis in English, and ethnographic notes made by the original researchers. This work is licensed under the Creative Commons Attribution Non Commercial License http://creativecommons.org/licenses/by-nc/3.0/. This means that you may download and adapt the work for non-commercial purposes but you must credit the original author. All use and versions of this material should be attributed. Please cite this work as: OpenLIVES project (2012). An open collection of research data and teaching materials relating to Spanish migrant stories. JISC

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OpenLIVES Spanish emigre interviews - Maria Luisa Lunar

This is the raw, unedited footage of an interview with Maria Luisa Lunar, conducted by Darren Paffey, of the University of Southampton, on 3rd/4th July, 2008. It is in Spanish and is 2 hours 36 minutes long. Included are ethnographic notes made by the original researchers. This work is licensed under the Creative Commons Attribution Non Commercial License http://creativecommons.org/licenses/by-nc/3.0/. This means that you may download and adapt the work for non-commercial purposes but you must credit the original author. All use and versions of this material should be attributed. Please cite this work as: OpenLIVES project (2012). An open collection of research data and teaching materials relating to Spanish migrant stories. JISC

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Student interviews: studying history in action

These interviews were recorded on 12th May, 2012, at an event marking the 75th anniversary of the arrival in Southampton of child refugees from Bilbao. Interviews were conducted by Pedro Garcia-Guirao during the event. The first interview, with Elena, is in English. The subsequent interviews, with Lloyd and Johnny, are in Spanish. All three students talk about the event and the experience of studying Spanish history and of meeting, in person, individuals who played a role in that history. All use and versions of this material should be attributed. Please cite this work as: OpenLIVES project (2012). An open collection of research data and teaching materials relating to Spanish migrant stories. JISC

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Useful Links - Los Niños 75th anniversary commemoration

This document lists some links to media coverage of the event held on the 12th/13th May, 2012, marking the 75th anniversary of the arrival in Southampton of child refugees from Bilbao.

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Using, developing and sharing teaching resources

I gave this presentation at the LLAS event for new staff 'Life and work in Academia,' 12th April, 2012, at Aston University. It gives an introduction into concepts of open educational resources and why engaging with openness is a good thing.

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Video, interview and image of traditional Basque dancers

This resource comprises a short video, two recorded interviews and an image of traditional Basque dancers at an event which took place on 12th May, 2012, at the University of Southampton. This event commemorated the arrival in Southampton, 75 years ago, of child refugees from Spain, who were fleeing the civil war. This group of Basque dancers took part in the event, which was attended by dignitaries from Spain and the Basque regional government. Interviews were conducted in Spanish. All use and versions of this material should be attributed. Please cite this work as: OpenLIVES project (2012). An open collection of research data and teaching materials relating to Spanish migrant stories. JISC

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Abriendo la historia, abriendo la enseñanza. Una aproximación al proyecto OpenLIVES

Artículo divulgativo sobre el proyecto OpenLIVES (Learning Insights from the Voices of Émigrés)

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OpenLIVES Spanish Emigre interviews - Rocio Lopez Marquez

This is the raw, unedited footage of an interview with Rocio Lopez Marquez, conducted by Darren Paffey, of the University of Southampton, on 25th and 26th June, 2008. It is in Spanish, and is in two recordings: one of 1 hour 35 minutes, and the other of 1 hour 54 minutes long. A synopsis in English is attached and a transcript in Spanish. There is also a videoed interview with Darren Paffey, the original researcher who collected the interview, talking about his experience of talking to Rocio, and some ethnographic notes made by Darren at the time. This work is licensed under the Creative Commons Attribution Non Commercial License http://creativecommons.org/licenses/by-nc/3.0/. This means that you may download and adapt the work for non-commercial purposes but you must credit the original author. All use and versions of this material should be attributed. Please cite this work as: OpenLIVES project (2012). An open collection of research data and teaching materials relating to Spanish migrant stories. JISC

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4 Files

OpenLIVES Spanish emigre interviews - Juanra

This is the raw, unedited footage of an interview with Juanra, conducted by Alicia Pozo-Gutierrez, of the University of Southampton, on 30th March, 2008. It is in Spanish and is 1 hour 15 minutes long. A transcript is included, a synopsis in English, and ethnographic notes made by the original researchers. This work is licensed under the Creative Commons Attribution Non Commercial License http://creativecommons.org/licenses/by-nc/3.0/. This means that you may download and adapt the work for non-commercial purposes but you must credit the original author. All use and versions of this material should be attributed. Please cite this work as: OpenLIVES project (2012). An open collection of research data and teaching materials relating to Spanish migrant stories. JISC

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1 Files

Publication and collaboration : publishing open research data and creating teaching resources

This presentation was given by Alicia Pozo-Gutierrez and Irina Nelson at the 7th annual LLAS elearning symposium, 27th January, 2012. It describes the work of the JISC OpenLIVES project which plans to publish research data as open content, then create and embed OERs relating to that content into teaching.

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OpenLIVES Spanish emigre interviews - Emilio Madruga

This is the raw, unedited footage of the first and second parts of an interview with Emilio Madruga, conducted by Alicia Pozo-Gutierrez, of the University of Southampton, on 29th March, 2008. It is in Spanish and is 1 hour 23 minutes long. An English synopsis is included and ethnographic notes made by the original researchers. This work is licensed under the Creative Commons Attribution Non Commercial License http://creativecommons.org/licenses/by-nc/3.0/. This means that you may download and adapt the work for non-commercial purposes but you must credit the original author. All use and versions of this material should be attributed. Please cite this work as: OpenLIVES project (2012). An open collection of research data and teaching materials relating to Spanish migrant stories. JISC

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Collection

'Los Niños' 75th anniversary commemoration

These resources relate to an event which took place on 12th May, 2012, at the University of Southampton. It marked the 75th anniversary of the arrival of Spanish child refugees in Southampton. The event was attended by over 200 refugees and their families, as well as Spanish and Basque dignitaries, students and members of the public. It was a day of memories, emotion, history and warmth. There were many documents on display, which had been collected largely by the Basque Children's Association, and on this day, the Association officially handed their archive over to the University for safe-keeping.

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Collection

OpenLIVES Spanish emigre interviews - JISC 2012

This is the raw, unedited footage of a range of interviews conducted by Dr. Alicia Pozo-Gutierrez and Dr. Darren Paffey, of the University of Southampton, in 2008. The interviews are with Spanish emigres and are mostly in Spanish. They are released as open content thanks to funding from the JISC, as part of the OpenLIVES project. These works are licensed under the Creative Commons Attribution Non Commercial License http://creativecommons.org/licenses/by-nc/3.0/. This means that you may download and adapt the work for non-commercial purposes but you must credit the original author. All use and versions of this material should be attributed. Please cite this work as: OpenLIVES project (2012). An open collection of research data and teaching materials relating to Spanish migrant stories. JISC

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Feedback on Drafts

Conference presentation at Arts and Humanities conference 2012

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Guidelines

Unspecified

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Collection
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Collection

Muslims in Britain images

This collection of images can be used to support teaching or research about Muslims in Britain.

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C

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Blank module template for an introductory course

This template was designed for an exercise at the Islamic Studies Network PhD student event in Febrary 2012. The brief is to design a single introductory module which can be taken by all students, including those with no previous knowledge of Islam. It can be modified for other topics.

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Evaluation of possible assessments in languages

This resources draws on the criteria Phil Race has developed to evaluate different assessments. The examples are also available here to be printed off separately.

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Gernika Tree plaque, Sir Harold Hillier Gardens, Romsey, Hampshire, UK

Inscription reads: "From the Tree of Gerinka". Presented to Hampshire County Council by the County Council of Bizkaia to mark the cooperation agreement between the two counties signed in Winchester on 17th March 1994.

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Introduction to assessment for new academic staff

I give a version of this presentation each year at the LLAS Centre New staff workshop. It is a basic presentation which returns to the foundational principles of assessment.

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Open Access research into teaching and learning languages

Yazikopen is a portal linking to open access research into teaching and learning modern foreign languages.

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1 Files

Presentation on embedding sustainable development in language teaching

The slides of a presentation I gave in 2010 on possible ways of embedding sustainable development into the language curricula.

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SPEAQ: helping lecturers reclaim quality.

A dialogue sheet for use with teachers in higher education. It is A0 size, but can be printed on nine sides of A3. 1. Look at each picture and write down what questions you might ask about its quality. 2. Think about which of the questions might be asked about an higher education. 3. Participants can reflect on these questions as they relate to their own teaching. 4. Participants fill in an action plan to think about how they can take ownership of quality in their own teaching activities.

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Spheres of decision making in universities: leadership exercise.

The attached publisher file is a way for groups of individuals to map out, issues, questions and decisions will affect the university and where these decisions are made.

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Student choice: student voice

Overview of information students sources use to choose their course and university. Also examines some research into the decesion making process.

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Student information reading list

A list of websites and publications concerning the information students use to choose a university.

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YazikOpen (Open Access language teaching research) flyer

A flyer for the Open Access Language Teaching research database YazikOpen.

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Le jeu des sept familles europeennes

Jeu des 7 familles : fiches professeur et eleve A partir du site de pratique du francais "Enfants nomades", le professeur propose une activite de groupe : creer un jeu des 7 familles européennes. Les enfant (8-12 ans, niveau A1-A2) pourront ensuite partager leurs familles sur le site et jouer avec des familles creees par d'autres classes. Ce projet permet de reflechir sur les stereotypes interculturels en plus du travail en français sur le lexique de la famille. Il invite aussi a communiquer avec d'autres enfants apprenant le francais ou francophones.

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Que dit-on avec les mains ?

Les gestes francais.

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Ma ville

Des enfants presentent leur ville en francais.

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D

Collection

HumBox Peer Review workshop

These videos were filmed during a two day workshop looking at open education resources issues such as peer review/commenting, quality, copyright held as part of the HumBox project 2009/10

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G

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Researching language learning motivation - Bibliography

This bibliography is taken from a session I teach on the MA Applied Linguistics for Language Teaching at the University of Southampton. The session introduces students to researching motivation in language learning.

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Drawing by Germinal Luis Fernandez - 1

Drawing made by Germinal Luis Fernandez to illustrate his life story. This work is licensed under the Creative Commons Attribution Non Commercial License http://creativecommons.org/licenses/by-nc/3.0/. This means that you may download and adapt the work for non-commercial purposes but you must credit the original author. All use and versions of this material should be attributed. Please cite this work as: OpenLIVES project (2012). An open collection of research data and teaching materials relating to Spanish migrant stories. JISC

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1 Files

Drawing by Germinal Luis Fernandez - 10

Drawing made by Germinal Luis Fernandez to illustrate his life story. This work is licensed under the Creative Commons Attribution Non Commercial License http://creativecommons.org/licenses/by-nc/3.0/. This means that you may download and adapt the work for non-commercial purposes but you must credit the original author. All use and versions of this material should be attributed. Please cite this work as: OpenLIVES project (2012). An open collection of research data and teaching materials relating to Spanish migrant stories. JISC

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1 Files

Drawing by Germinal Luis Fernandez - 11

Drawing made by Germinal Luis Fernandez to illustrate his life story. This work is licensed under the Creative Commons Attribution Non Commercial License http://creativecommons.org/licenses/by-nc/3.0/. This means that you may download and adapt the work for non-commercial purposes but you must credit the original author. All use and versions of this material should be attributed. Please cite this work as: OpenLIVES project (2012). An open collection of research data and teaching materials relating to Spanish migrant stories. JISC

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1 Files

Drawing by Germinal Luis Fernandez - 12

Drawing made by Germinal Luis Fernandez to illustrate his life story. This work is licensed under the Creative Commons Attribution Non Commercial License http://creativecommons.org/licenses/by-nc/3.0/. This means that you may download and adapt the work for non-commercial purposes but you must credit the original author. All use and versions of this material should be attributed. Please cite this work as: OpenLIVES project (2012). An open collection of research data and teaching materials relating to Spanish migrant stories. JISC

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1 Files

Drawing by Germinal Luis Fernandez - 13

Drawing made by Germinal Luis Fernandez to illustrate his life story. This work is licensed under the Creative Commons Attribution Non Commercial License http://creativecommons.org/licenses/by-nc/3.0/. This means that you may download and adapt the work for non-commercial purposes but you must credit the original author. All use and versions of this material should be attributed. Please cite this work as: OpenLIVES project (2012). An open collection of research data and teaching materials relating to Spanish migrant stories. JISC

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1 Files

Drawing by Germinal Luis Fernandez - 14

Drawing made by Germinal Luis Fernandez to illustrate his life story. This work is licensed under the Creative Commons Attribution Non Commercial License http://creativecommons.org/licenses/by-nc/3.0/. This means that you may download and adapt the work for non-commercial purposes but you must credit the original author. All use and versions of this material should be attributed. Please cite this work as: OpenLIVES project (2012). An open collection of research data and teaching materials relating to Spanish migrant stories. JISC

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1 Files

Drawing by Germinal Luis Fernandez - 15

Drawing made by Germinal Luis Fernandez to illustrate his life story. This work is licensed under the Creative Commons Attribution Non Commercial License http://creativecommons.org/licenses/by-nc/3.0/. This means that you may download and adapt the work for non-commercial purposes but you must credit the original author. All use and versions of this material should be attributed. Please cite this work as: OpenLIVES project (2012). An open collection of research data and teaching materials relating to Spanish migrant stories. JISC

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1 Files

Drawing by Germinal Luis Fernandez - 16

Drawing made by Germinal Luis Fernandez to illustrate his life story. This work is licensed under the Creative Commons Attribution Non Commercial License http://creativecommons.org/licenses/by-nc/3.0/. This means that you may download and adapt the work for non-commercial purposes but you must credit the original author. All use and versions of this material should be attributed. Please cite this work as: OpenLIVES project (2012). An open collection of research data and teaching materials relating to Spanish migrant stories. JISC

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1 Files

Drawing by Germinal Luis Fernandez - 17

Drawing made by Germinal Luis Fernandez to illustrate his life story. This work is licensed under the Creative Commons Attribution Non Commercial License http://creativecommons.org/licenses/by-nc/3.0/. This means that you may download and adapt the work for non-commercial purposes but you must credit the original author. All use and versions of this material should be attributed. Please cite this work as: OpenLIVES project (2012). An open collection of research data and teaching materials relating to Spanish migrant stories. JISC

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1 Files

Drawing by Germinal Luis Fernandez - 18

Drawing made by Germinal Luis Fernandez to illustrate his life story. This work is licensed under the Creative Commons Attribution Non Commercial License http://creativecommons.org/licenses/by-nc/3.0/. This means that you may download and adapt the work for non-commercial purposes but you must credit the original author. All use and versions of this material should be attributed. Please cite this work as: OpenLIVES project (2012). An open collection of research data and teaching materials relating to Spanish migrant stories. JISC

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1 Files

Drawing by Germinal Luis Fernandez - 19

Drawing made by Germinal Luis Fernandez to illustrate his life story. This work is licensed under the Creative Commons Attribution Non Commercial License http://creativecommons.org/licenses/by-nc/3.0/. This means that you may download and adapt the work for non-commercial purposes but you must credit the original author. All use and versions of this material should be attributed. Please cite this work as: OpenLIVES project (2012). An open collection of research data and teaching materials relating to Spanish migrant stories. JISC

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1 Files

Drawing by Germinal Luis Fernandez - 2

Drawing made by Germinal Luis Fernandez to illustrate his life story. This work is licensed under the Creative Commons Attribution Non Commercial License http://creativecommons.org/licenses/by-nc/3.0/. This means that you may download and adapt the work for non-commercial purposes but you must credit the original author. All use and versions of this material should be attributed. Please cite this work as: OpenLIVES project (2012). An open collection of research data and teaching materials relating to Spanish migrant stories. JISC

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Drawing by Germinal Luis Fernandez - 20

Drawing made by Germinal Luis Fernandez to illustrate his life story. This work is licensed under the Creative Commons Attribution Non Commercial License http://creativecommons.org/licenses/by-nc/3.0/. This means that you may download and adapt the work for non-commercial purposes but you must credit the original author. All use and versions of this material should be attributed. Please cite this work as: OpenLIVES project (2012). An open collection of research data and teaching materials relating to Spanish migrant stories. JISC

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Drawing by Germinal Luis Fernandez - 21

Drawing made by Germinal Luis Fernandez to illustrate his life story. This work is licensed under the Creative Commons Attribution Non Commercial License http://creativecommons.org/licenses/by-nc/3.0/. This means that you may download and adapt the work for non-commercial purposes but you must credit the original author. All use and versions of this material should be attributed. Please cite this work as: OpenLIVES project (2012). An open collection of research data and teaching materials relating to Spanish migrant stories. JISC

> Read more...

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Drawing by Germinal Luis Fernandez - 22

Drawing made by Germinal Luis Fernandez to illustrate his life story. This work is licensed under the Creative Commons Attribution Non Commercial License http://creativecommons.org/licenses/by-nc/3.0/. This means that you may download and adapt the work for non-commercial purposes but you must credit the original author. All use and versions of this material should be attributed. Please cite this work as: OpenLIVES project (2012). An open collection of research data and teaching materials relating to Spanish migrant stories. JISC

> Read more...

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Drawing by Germinal Luis Fernandez - 23

Drawing made by Germinal Luis Fernandez to illustrate his life story. This work is licensed under the Creative Commons Attribution Non Commercial License http://creativecommons.org/licenses/by-nc/3.0/. This means that you may download and adapt the work for non-commercial purposes but you must credit the original author. All use and versions of this material should be attributed. Please cite this work as: OpenLIVES project (2012). An open collection of research data and teaching materials relating to Spanish migrant stories. JISC

> Read more...

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Drawing by Germinal Luis Fernandez - 24

Drawing made by Germinal Luis Fernandez to illustrate his life story. This work is licensed under the Creative Commons Attribution Non Commercial License http://creativecommons.org/licenses/by-nc/3.0/. This means that you may download and adapt the work for non-commercial purposes but you must credit the original author. All use and versions of this material should be attributed. Please cite this work as: OpenLIVES project (2012). An open collection of research data and teaching materials relating to Spanish migrant stories. JISC

> Read more...

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Drawing by Germinal Luis Fernandez - 25

Drawing made by Germinal Luis Fernandez to illustrate his life story. This work is licensed under the Creative Commons Attribution Non Commercial License http://creativecommons.org/licenses/by-nc/3.0/. This means that you may download and adapt the work for non-commercial purposes but you must credit the original author. All use and versions of this material should be attributed. Please cite this work as: OpenLIVES project (2012). An open collection of research data and teaching materials relating to Spanish migrant stories. JISC

> Read more...

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Drawing by Germinal Luis Fernandez - 26

Drawing made by Germinal Luis Fernandez to illustrate his life story. This work is licensed under the Creative Commons Attribution Non Commercial License http://creativecommons.org/licenses/by-nc/3.0/. This means that you may download and adapt the work for non-commercial purposes but you must credit the original author. All use and versions of this material should be attributed. Please cite this work as: OpenLIVES project (2012). An open collection of research data and teaching materials relating to Spanish migrant stories. JISC

> Read more...

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Drawing by Germinal Luis Fernandez - 27

Drawing made by Germinal Luis Fernandez to illustrate his life story. This work is licensed under the Creative Commons Attribution Non Commercial License http://creativecommons.org/licenses/by-nc/3.0/. This means that you may download and adapt the work for non-commercial purposes but you must credit the original author. All use and versions of this material should be attributed. Please cite this work as: OpenLIVES project (2012). An open collection of research data and teaching materials relating to Spanish migrant stories. JISC

> Read more...

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Drawing by Germinal Luis Fernandez - 28

Drawing made by Germinal Luis Fernandez to illustrate his life story. This work is licensed under the Creative Commons Attribution Non Commercial License http://creativecommons.org/licenses/by-nc/3.0/. This means that you may download and adapt the work for non-commercial purposes but you must credit the original author. All use and versions of this material should be attributed. Please cite this work as: OpenLIVES project (2012). An open collection of research data and teaching materials relating to Spanish migrant stories. JISC

> Read more...

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Drawing by Germinal Luis Fernandez - 29

Drawing made by Germinal Luis Fernandez to illustrate his life story. This work is licensed under the Creative Commons Attribution Non Commercial License http://creativecommons.org/licenses/by-nc/3.0/. This means that you may download and adapt the work for non-commercial purposes but you must credit the original author. All use and versions of this material should be attributed. Please cite this work as: OpenLIVES project (2012). An open collection of research data and teaching materials relating to Spanish migrant stories. JISC

> Read more...

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Drawing by Germinal Luis Fernandez - 3

Drawing made by Germinal Luis Fernandez to illustrate his life story. This work is licensed under the Creative Commons Attribution Non Commercial License http://creativecommons.org/licenses/by-nc/3.0/. This means that you may download and adapt the work for non-commercial purposes but you must credit the original author. All use and versions of this material should be attributed. Please cite this work as: OpenLIVES project (2012). An open collection of research data and teaching materials relating to Spanish migrant stories. JISC

> Read more...

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Drawing by Germinal Luis Fernandez - 4

Drawing made by Germinal Luis Fernandez to illustrate his life story. This work is licensed under the Creative Commons Attribution Non Commercial License http://creativecommons.org/licenses/by-nc/3.0/. This means that you may download and adapt the work for non-commercial purposes but you must credit the original author. All use and versions of this material should be attributed. Please cite this work as: OpenLIVES project (2012). An open collection of research data and teaching materials relating to Spanish migrant stories. JISC

> Read more...

1 Files

Drawing by Germinal Luis Fernandez - 5

Drawing made by Germinal Luis Fernandez to illustrate his life story. This work is licensed under the Creative Commons Attribution Non Commercial License http://creativecommons.org/licenses/by-nc/3.0/. This means that you may download and adapt the work for non-commercial purposes but you must credit the original author. All use and versions of this material should be attributed. Please cite this work as: OpenLIVES project (2012). An open collection of research data and teaching materials relating to Spanish migrant stories. JISC

> Read more...

1 Files

Drawing by Germinal Luis Fernandez - 6

Drawing made by Germinal Luis Fernandez to illustrate his life story. This work is licensed under the Creative Commons Attribution Non Commercial License http://creativecommons.org/licenses/by-nc/3.0/. This means that you may download and adapt the work for non-commercial purposes but you must credit the original author. All use and versions of this material should be attributed. Please cite this work as: OpenLIVES project (2012). An open collection of research data and teaching materials relating to Spanish migrant stories. JISC

> Read more...

1 Files

Drawing by Germinal Luis Fernandez - 7

Drawing made by Germinal Luis Fernandez to illustrate his life story. This work is licensed under the Creative Commons Attribution Non Commercial License http://creativecommons.org/licenses/by-nc/3.0/. This means that you may download and adapt the work for non-commercial purposes but you must credit the original author. All use and versions of this material should be attributed. Please cite this work as: OpenLIVES project (2012). An open collection of research data and teaching materials relating to Spanish migrant stories. JISC

> Read more...

1 Files

Drawing by Germinal Luis Fernandez - 8

Drawing made by Germinal Luis Fernandez to illustrate his life story. This work is licensed under the Creative Commons Attribution Non Commercial License http://creativecommons.org/licenses/by-nc/3.0/. This means that you may download and adapt the work for non-commercial purposes but you must credit the original author. All use and versions of this material should be attributed. Please cite this work as: OpenLIVES project (2012). An open collection of research data and teaching materials relating to Spanish migrant stories. JISC

> Read more...

1 Files

Drawing by Germinal Luis Fernandez - 9

Drawing made by Germinal Luis Fernandez to illustrate his life story. This work is licensed under the Creative Commons Attribution Non Commercial License http://creativecommons.org/licenses/by-nc/3.0/. This means that you may download and adapt the work for non-commercial purposes but you must credit the original author. All use and versions of this material should be attributed. Please cite this work as: OpenLIVES project (2012). An open collection of research data and teaching materials relating to Spanish migrant stories. JISC

> Read more...

Collection

OpenLIVES Spanish emigre - drawings by Germinal Luis Fernandez

This collection of resources comprises a selection of drawings made by Germinal Luis Fernandez to illustrate his life story. This work is licensed under the Creative Commons Attribution Non Commercial License http://creativecommons.org/licenses/by-nc/3.0/. This means that you may download and adapt the work for non-commercial purposes but you must credit the original author. All use and versions of this material should be attributed. Please cite this work as: OpenLIVES project (2012). An open collection of research data and teaching materials relating to Spanish migrant stories. JISC

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Contemporary Islamic Thinking & Development

Capita Selecta/Thema. Selected texts and suggestions for further reading on Islam, Development, Dependency Theory, Third Worldism, and Islamic Liberation Theology

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Contemporary Islamic Thinking & Epistemology

Capital Selecta/Theme. Selected texts for classroom discussions and further reading suggestions on epistemological questions, philosophy of knowledge, Islamic reason, rationalism in contemporary Islam

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Contemporary Islamic Thinking & Gender Issues

Capita selecta/thema. Selected texts and suggestions for further reading on contemporary Islamic thinking and gender, sexuality, women's rights.

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Contemporary Islamic Thinking & Globalization

Capita Selecta/Theme. Selected texts and suggestions for further reading on Islamic thought and Muslim intellectual engagement with Globalization

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Contemporary Islamic Thinking & Qur'anic Studies

Capita selecta/theme. Selected texts and suggestions for further reading on contemporary Islamic thinking on the Qur'an, new approaches to Qur'anic Studies, scripture in contemporary Islam

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Contemporary Islamic Thinking, Political Islam, Secularization & Civil Society

Capita Selecta/Thema. Selected texts and suggestions for further reading on contemporary Islamic thought and politics, civil society, the question of democracy, secularization and plurality.

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Core Module on Contemporary Islamic Thinking

This outline contains suggestions for an integral core module providing a foundation for a more thematic approach to further teaching and learning on contemporary Islamic thinking, or for a set of introductory lectures and seminars as part of an expanded module on contemporary Islamic thinking.

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Critical Muslims Blog

introduces innovative and creative thinkers from the contemporary Islamic world. In many Muslim countries the political climate is not conducive to free and open debate. Consequently, these intellectuals have often difficulties in finding a forum to expound their ideas, or face severe criticism and even outright oppression and persecution. Not surprisingly, quite a few have sought refuge abroad.

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Qur'anic Studies - Online Resources (Quranists)

Selection of online resources on a particular group of Muslim intellectuals known as 'Quranists'

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Islamic Bioethics - Online Resources

The following resources are intended to provide an outline of the ethos, scope and issues concerning Islamic Bioethics. As such, the majority of articles compiled here aim to give an introduction to the discipline for a person who has little or no knowledge of how Islam views bioethics.

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Collection

Featured Website

Presents an online resource on contemporary Islamiic thinking

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Collection

Module & theme outlines

This outline contains suggestions for an integral core module providing a foundation for a more thematic approach to further teaching and learning on contemporary Islamic thinking, or for a set of introductory lectures and seminars as part of an expanded module on contemporary Islamic thinking.

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Collection

Online Resources for Contemporary Islamic Thinking

Online resources for teaching contemporary Islamic thinking on selected themes

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OER Workshop and Seminar Series introduction (HEA)

PowerPoint presentation introducing the OER workshop and seminar series, May 23rd 2012.

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Economic Migration from Spain during the Franco Regime La emigración económica española al exterior durante el franquismo. Audiovisual resources / recursos audiovisuales

These videos and audios were used for illustration purposes at the lecture “Economic Migration from Spain during the Franco Regime” of the module DISCOVERING SPANISH VOICES ABROAD IN A DIGITAL WORLD (SPPO3640). 3 October 2012. Javier López Alós. School of Modern Languages and Cultures, University of Leeds.

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Contextualising and introducing an oral history interview: OpenLIVES Autonomous Learning Activity

This is the advanced draft of a new autonomous learning activity presented as part of the OpenLIVES JISC-funded project. It will be used in the 23rd of may 2012 HEA OpenLIVES workshop at the University of Southampton. The activity can be repurposed and modified according to your students' needs. It can work well for undergraduate students of History, Modern Languages and Cultures or Social Sciences. The link to the audio clip has not been included in the sheet, as it is up to the tutor to decide which audio clip interview students will work on. This activity is meant to be used for audio cilips of the OpenLIVES collection, but can also be used with any other oral history podcasts. One of the main feature of the activity is that it introduces students to audience differentiation and student cultural production. The other key feature is that the activity raises awareness on key life skills. That way the activity can provide students with a research-based non-academic experience that connects them to the world of work and life in general.

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Creating and using open content in the Humanities

This is the handout for the presentation given in the HEA OER Series event on Digital Literacies and Open Educational Practice held at the University of Southampton. 7th of November 2012. It was organised by LLAS.

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Discovering Spanish Voices Abroad in a Digital World (SPPO3640)

This is the module outline of a new course that will be taught at the School of Modern Languages and Cultures of the University of Leeds from September 2012. This course is aimed at Final Year students of all our Spanish BA's. It has been designed as part of the University of Leeds' contribution to the JISC-funded OpenLIVES Project, in collaboration with the University of Southampton and the University of Portsmouth. You can also find a blog entry discussing the rationale for methodologies chosen. The module combines research-based learning and professional/life skills and allows students to be real producers of cultural critical knowledge.

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Learning about Spanish Society and History through Oral History: The OpenLIVES Collection

This is a powerpoint presentation with external links, academic references and drawings. It is used in a class with Year 1 students in the module SPPO 1180 "Skills and Issues in Spanish Portuguese and Latin American Studies" at the School of Modern Languages and Cultures of the University of Leeds. It is in Spanish. It introduces students to the OpenLIVES collection as an OER project on Oral History and Education which adds an alternative methodology for the recovery, understanding and socialisation of history in Spain during the Civil War and the Franco Regime, with a focus on migration.

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Medio ambiente

Creating video poetry task for A2-B1 Spanish

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OpenLIVES Pedagogy

This is a document, uploaded as a PDF and as a ppt, outlining the main points of the presentation given at the HEA-funded OpenLIVES workshop at the University of Southampton (LLAS) on the 23rd of May 2012. During the presentation some educational principles and practices emerging from the OpenLIVES experience were discussed, including the idea of student as an author and transacademic life skills. This presentation is the basis for the second part of the OpenLIVES presentation of the July 2012 LLAS Symposium in Edinburgh given in conjunction with Kate Borthwick, from LLAS in Southampton.

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OpenLIVES Seminar Task 1 (Week 3 of the programme)

This is a task aimed at developing students skills in interview coding whilst appreciating the emotional richness of the life story of Germinal Luis, a Spanish migrant whose testimony features in the OpenLIVES collection. This activity can be classed as an inductive and hands-on initiation to Migration Oral History. As part of the task, students will be able to contribute to the Global Learning Community with their own OER. It is part of the Final Year module SPPO3640 Discovering Spanish Voices Abroad in a Digital World (OpenLIVES)University of Leeds – School of Modern Languages and Cultures. BAs in Spanish. The resource contains a file in pdf and another in word, but it is the same content in both.

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Piloting Employer Engagement in OERs Repositories: A new approach to curricular employability in HE

Powerpoint presentation and link to abstract of the peer-reviewed paper Piloting Employer Engagement in OERs Repositories: A new approach to curricular employability in HE; This paper was presented in the apt2012 Employer Engagement in a Digital Age Conference at the University of Greenwich on the 4th of July. It outlines some of the research findings of the second part of the SCORE OU-funded project "Review and Endorsement of OERs by Graduate-Recruiting Employers "in HumBox"

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Piloting Employer Input into Curriculum Design through Open Piloting Employer Input into Curriculum Design through Open Educational Resources (OER)

Powerpoint presentation of the paper presented at the HEA-sponsored conference "Employability: Addressing the Gulf between Academic, Student and Employer Perspectives". University of Leeds, 3rd December 2012. It includes references and links to two of the main research outputs of the SCORE-funded project "Review and Endorsement of OER by Graduate-recruiting Employers" to date: The Cambridge 2012 paper in the conference "Innovation and Impact - Openly Collaborating to Enhance Education" and the SCORE Project Final Report.

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Pobreza

Activity for A2-B1 Spanish. Video scripting.

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Simulations and Collaborative Learning in Spanish Language and Culture: a Way Forward for the Enhancement of Employability in Arts Subjects?

This is an updated summary of the talk on Simulations and Collaborative Learning given in Cork in November 2011. It includes an interesting bibliography.

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Spanish language autonomous learning worksheet of the novel Deja en paz a los muertos

Esta es la hoja de trabajo de la novela de misterio de Juan Ramón Barat “Deja en paz a los muertos”. La hoja se usa en el programa de aprendizaje autónomo de Lengua Española de la Universidad de Leeds en el Primer Año de Licenciatura. La hoja ha sido escrita por A. Martínez-Arboleda y ha sido revisada por el propio escritor, que también es profesor de Lengua y Literatura. La hoja de trabajo funciona además como guía de lectura. Hay dos archivos de descarga, uno en pdf y otro en Word. También se incluyen un enlace a Youtube con un vídeo de presentación y un enlace a la entrada de Juan Ramón Barat en wikipedia. Las fotos han sido descargadas de flickr y en la hoja se atribuye su autoría.

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OpenLIVES @ LLAS 2012 Conference

This is the ppt presentation shown at the Edinburgh Conference of 2012. It outlines some of the key aspects of this collection of digitalised research data and some educational principles and practices emerging from the OpenLIVES experience. OpenLIVES is an OER project funded by JISC.

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OpenLIVES Autonomous Learning

This is an autonomous learning activity presented as part of the OpenLIVES JISC-funded project. It is being used in post-A Level Spanish Language at the University of Leeds from January 2013. The activity is in English, but student must answer in Spanish. It can be repurposed and modified according to your students' needs, level and language. It can work well for undergraduate students of History, Modern Languages and Cultures or Social Sciences. The link to the audio clip has not been included in the sheet, as it is up to the student or the tutor to decide which audio clip interview students will work on. This activity is meant to be used for audio clips of the OpenLIVES collection and interview transcripts, but can also be used with any other oral history podcasts/transcripts. One of the main features of the activity is that it introduces students to audience differentiation and student cultural production. The other key feature is that the activity introduces learning reflection, hence raising awareness on life skills. That way the activity can provide students with a research-based experience that connects them to the world of work and life in general. There is also a strong focus on team work. The activity contemplates the possibility of students publishing, in accordance with their own institution protocols, the work as a OER. Finally, this is a good way to introduce students to "interview coding".

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Working with oral history: epistemological, methodological, ethical and educational considerations

This is a powerpoint presentation used in a class with Year 1 students in the module SPPO 1180 "Skills and Issues in Spanish Portuguese and Latin American Studies" at the School of Modern Languages and Cultures of the University of Leeds. It is in English. It introduces students to Oral History through the interview of Germinal Luis, which is part of the JISC OpenLIVES collection. It deals with basic epistemological, methodological, ethical and educational considerations around oral history and takes ideas and arguments from well-known Oral History Methodology academics.

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Workshop Practice: A Long Short Walk, from the Open Space Learning Project

A Short Walk requires the tutor or facilitator to select a walk, or a number of walks, of around 15 minutes in any environment they choose. A detailed route must be prepared and a precise map given to participants. Participants are split into groups of 3 or 4 and allocated a walk (or the same walk). The key to this activity is that participants are required to undertake a walk that would normally take 15 minutes in 45, and take notes as they go. It is vital to stress that progress must be slow. At the end of the walk, participants return to a central point and are encouraged to create a narrative from their experience Participants then show their work to the other groups and the session finishes with a plenary. The activity is amenable to the presentation of results in a number of different forms: the activity can be extended by requiring participants to distil their findings into a still-imagethat represents their experience, or a performance might be created, or participants might want to film and edit their experience, or a written narrative might be chosen. “Open space” is, again, both literal and figurative as the groups’ conclusions are entirely open, as is the environment in which they walk.

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Workshop Practice: Coffee and Papers from the Open Space Learning Project

Coffee and Papers requires the tutor or facilitator to prepare (photocopy), in advance, ten or so newspaper, magazine, or scholarly articles. These should be tangentially related to the subject matter of the session and not address it specifically. There should be roughly enough copies of each article to supply half the total size of the group. The articles should be of a length that makes it possible to read one or two in an hour. The tutor/facilitator provides tea/coffee and pastries/biscuits/cakes for the participants. Participants arriving at the session should be unaware of the nature of the activity before they arrive. Participants should be asked to switch off all mobile phones, i-pods etc for the duration of the session. They are then asked to choose one or two articles, take coffee and biscuits, and find a suitably quiet place to read for an hour. After an hour the tutor/facilitator reconvenes the group and participants are asked, in turn, to talk about the experience itself, the content of the articles, and connections they may have found to the typical subject matter of their standard sessions. The idea of an “open” space is both literal and figurative, here, as participants are using materials that are “open” in the sense that they are not commenting directly on course or module content, and it is necessary for them to find a space that is neither seminar room nor home.

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Workshop Practice: Dragons’ Den, from the Open Space Learning Project

Dragons’ Den is an activity loosely based on the BBC television show of the same name. The idea is that participants pitch, sell, or otherwise offer for scrutiny, some element of their work to a group of initially neutral (this can be calibrated according to the nature of the task) ‘dragons’. It’s perfectly possible to use members of the group as dragons, but it is more effective to bring in outsiders. This activity works as well for pitching ideas as it does for inventions or products. It is important to limit the time for each presentation, and students can pitch either individually or in groups. If the whole activity is ‘in group’ it is important to debrief thoroughly after the event.

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Workshop Practice: Ice-breakers and warm-ups, from the Open Space Learning Project

Participants are put into pairs. Facilitator asks for a volunteer to demonstrate the activity. Facilitator says ‘1’, volunteer says ‘2’, facilitator says ‘3’, volunteer says ‘1’, facilitator says ‘2’, volunteer says ‘3’. End of demonstration. Pairs now take up the activity. After a couple of minutes the facilitator stops the activity and recalls the volunteer. The demonstration is identical except that ‘2’ is replaced by a clap. Pairs take up the new activity. After a couple of minutes the facilitator stops the activity and recalls the volunteer. The demonstration is identical except that ‘1’ is replaced by a stamp of the foot. Again, after a couple of minutes the facilitator stops the activity and recalls the volunteer. The demonstration is identical except that ‘3’ is replaced by a click of the fingers. Pairs now take up the final activity. End and feedback.

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Workshop Practice: Simulation and Role-Play from the Open Space Learning Project

There are many purposes for traditional role-play and vocational simulation tasks across the disciplines but it is important to note the following guidelines when working with non-acting students. Firstly, the simulation or role-play should have clear ‘given circumstances’ and any risks should be taken in a pre-defined space (working in role has tremendous value as a ‘ formative’ learning experience). Secondly, the role work will be improved by preparation of some kind; you could either distribute prompt cards in advance or you could work practically with students before the simulation begins (this will ‘scaffold’ the learning). Thirdly, you should be clear with students about any assessment outcomes of the activity and the specific relevance of enactive work to their studies. Fourthly, there will normally be a clear distinction between role-work and the usual learning environment; this could be a time-limit, a change of location or a reversal of established hierarchies. Finally, if you want to ‘throw’ students into a challenging environment, you should address them outside of the space about the basic encounter they will experience and the specific pedagogic purpose of this encounter. This will ensure levels of engagement by framing the event as ‘imaginary’ or ‘ experiential’ while supporting the ethical relationship between teacher and student.

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Workshop Practice: Status Play, from the Open Space Learning Project

Status is often used in actor training and applied theatre as a way of introducing character-based improvisation to a group. It is accessible to both inter-cultural and inter-generational groups as it distances role to a numerical scale from one to ten. You will need a pack of playing cards, with all picture cards removed. Suits are irrelevant but the ace cards must be used as the lowest card. First, define status as one’s behavioural power in relation to space and other bodies (whilst acknowledging a more complex social definition exists outside of this room). Introduce and model the ace card and lower numbers (2-4) as low status and ask for examples of low status behaviour. Then introduce and model high status (numbers 8-10) and ask for examples of high status behaviour. Indicate that medium status (5-7) will require neutral or flexible behaviours. Allow all members of the group to select a card at random and not reveal this card to other participants. The stages of the introductory activity are as follows: a) every participant should find a space to create a still image clearly showing their status number; b) they should then move as their status number but not yet interact with other bodies; c) once they have found a way of moving in the space, they can begin to interact with other bodies non-verbally; d) they can add speech once a relevant scenario has been suggested (e.g. academic conference). Without revealing their status number, the participant should now create a status scale in a diagonal line across the space. The final stage of this section would be to reveal each number one by one, with other members of the group identifying specific examples of physical behaviours that created the illusion of this status number.

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Workshop Practice: Still Image or Tableau, from the Open Space Learning Project

Still images or tableaux have a wide variety of uses. Material may be presented to participants in a number of forms from text, to objects, to audio and visual extracts, from which they devise an image that represents their understanding of the material. Alternatively participants might be asked to crystallise their response to a larger body of material (a play, for example, or a theoretical work). Groups would typically be in 3s or 4s and could offer images as an entire group (either with or without a “sculptor”) or could respond individually. Images can be used to create contrasting ideas: actual/ideal, contemporary/historical, male/female. Alternatively images can be used to demonstrate moments of transition. http://go.warwick.ac.uk/openspacelearning

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Workshop Practice: The Commission, from the Open Space Learning Project

At its simplest the commission is a means of setting a collective task with clear expectations and a real world purpose. The task itself maybe a Deweyesque opportunity to ‘experience’ and ‘ make use’ of disciplinary knowledge, abstract ethical and moral thinking and social co-discovery. In a commission there is an enterprise, a client and a real world commission. This commission may be extraordinarily complex and require trans-disciplinary teams and time to be successful. But a commission can also quite simply bring the real world into the classroom and allow students to operate both as they do in the world but also in professional, rather than academic, contexts. The commission is usually given to a groups of students who are then encouraged to become an autonomous enterprise and to use their collective resources to create something which has a real world connection. But they must also accept the ‘mantle’ of their enterprise. They must approach the task and each other according to their given occupation and task orientation rather than as themselves. Common commissions include curating exhibitions, editing collections or preparing evidence, organising conferences or building digital platforms, working as designers, renovating the past, working as artists.

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Workshop Practice: Theory Building, from the Open Space Learning Project

Theory building is an activity that requires the tutor or facilitator to prepare, in advance, a series of laminated images and/or fragments of text. 12-15 is enough. Each laminate should address some aspect of the session’s subject matter either directly or tangentially. It is important, however, that the information does not lead participants in too specific a direction, but also that it is appropriate to their levels of knowledge and ability. The exercise is for groups of 8-30. The facilitator divides the larger group into several appropriately-sized smaller groups. The groups are then provided with a set of identical laminates each. Each group are required to create a “theory” from the materials and represent this as a pattern on the floor of the space. The facilitator should be ready to step in at various moments to clarify, for example, what the images represent, and from where the quotations are taken. Each group, when they are ready, invite the other groups, in turn, to enter their space and “ read” the theories. This part of the exercise is complete when every group has “read” every other group’s work. This above lasts anywhere from 40 minutes to an hour and can be concluded with a plenary of whatever length the facilitator determines is appropriate – this would usually involve the entire group of participants. It is possible to add a further 2 stages to the process in which, firstly, participants form a tableauxor still imageof their theory then, secondly, add movement through an improvised performance. It is possible, also, to conclude a theory building exercise with a writing session in which participants articulate in their smaller groups, in 500 words, their theory.

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Workshop Practice: Thinking Aloud from the Open Space Learning Project

Stream-of-consciousness is a useful device for generating ideas and warming-up the voice. We have used this activity in work for student performers, literature students and academic staff. Firstly, you should ask participants to stand in a space of their own and think about a topic about which they can talk without hesitation, repetition or pause. Once you have given some examples you should re-assure the group that this is a collective task and they won’t be exposed during the task (“we will all be speaking at the same time”). You should carry out this activity once through and listen to participant feedback before moving on. If the learning focus is on the use of voice and/or communication skills, then you could introduce a scale of intensity, modelling different choices but using the same text. Alternatively, you could suggest a topic relevant to your curriculum and use this high energy activity to liberate as many thoughts as possible on a given theme. Once completed, the students could then make a selection of more organised thoughts to present to the group or a partner.

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1 Files

Workshop Practice: Writing Galleries, from the Open Space Learning Project

Note-making is a central activity in most classrooms, but turning student writing into a performed task allows a multiplicity of ideas to be considered at one time. When working with literary or theoretical texts, this approach creates a physical environment for the consideration of key passages or central concerns. You should have large pieces of paper or card as well as large felt-tip pens. The activity can also be developed using LX tape or chalk lines to divide the space into different areas. You should proceed as follows: a) ask the students to write out either a line from the text that interests the most, or their own response to the text under investigation; b) students should arrange the texts on the floor or wall of the learning space according to specific groupings (either imposed or negotiated); c) the students are then invited to ‘tour the gallery’ and explore the different texts and spatial configurations that have been created; d) the writing galleries should then be re-purposed as stimuli for the next activity, e.g. fragments for a presentation, notes for a thesis, or even materials for a physical staging of the textual theory.

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1 Files

Interview in Spanish with Benita Mendiola

Extract of 3 minutes of a interview of 90 minutes to Benita Mendiola, carried out by students of Unit Exiles, Migrants and Citizens: Narrating and documenting displacement in contemporary Spain. Course Convenor and interviewer: Dr Alicia Pozo-Gutiérrez, 2009-2010

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1 Files

OERs from OpenLIVES. Learning Insights from the Voices of Spanish emigres

Irina Nelson gave this presentation at the EdMedia 2012 conference, ‘OERs from OpenLIVES’, on the 28th June 2012. This presentation describes the primary data of the OpenLIVES JISC founded project and presents examples of OERs created by teachers and students of the various universities involved in this project. It also explains how OERs have been created through collaborative work between students of the University of Southampton and the University of Portsmouth. The presentation has notes written in each slide to facilitate communication of content while being read online.

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Collection

Workshop practice guides from the Open Space Learning in Real World Contexts Project

Open Space Learning is an approach that encourages active physical participation in spaces without tables and chairs. For more information about Open Space Learning, see the project web site at http://go.warwick.ac.uk/openspacelearning The workshop is the basic unit in pedagogic interaction between facilitator and participant in OSL. The following section offers examples of a variety of workshop activities that can be adapted easily for use across the disciplines in Higher Education. Each activity is designed so that it does not demand intensive use of resources, and can be facilitated by anyone with teaching responsibilities in the sector.

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Working with Traditional and Innovative Forms of Assessment to Get the Best of Both Worlds

An outline of assessment design for level 2 content modules to ensure that students respond to feedback on essay writing tasks and to introduce more real-life simulation writing tasks in the target language(s).

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1 Files

Original In-class interview with Benita Mendiola Part 1

Original In-class interview with Benita Mendiola with students of 11-12-Exiles, Migrants and Citizens: Narrating and documenting displacement in contemporary Spain. Course Convenor and interviewer: Dr Alicia Pozo-Gutiérrez

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1 Files

Starting to Study Islam

this is the final report of the project which created the following online resource: http://arts.leeds.ac.uk/introductiontoislam/ This online resource can be used as a baseline resource – students can be asked to complete the quizzes and activities prior to start of introductory modules. The resource introduces students to key terms and information to assist students in accessing introductory undergraduate texts. The resource can also be used for revision and learning consolidation. This report identifies some of the challenges involved in the development and review of the resource. Development of the resource was funded by the HEA ‘Islamic Studies Network’ in 2011-2012.

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2 Files

SCORE Materials Generic Cognitive Ability I

This resource provides you with the first of two activities to enable you to self-assess your cognitive abilities. The resource is part of a collection of resources which form the SCORE Higher project. This project introduces and contextualises some of the key skills that you, as postgraduate researchers, should look to attain during candidature and provides the means by which you can assess your skills base at the start of your PhD. The resource consists of two documents: the first is the file that describes the actual activity. The second document is the introduction to the whole SCORE project which contextualises the resource.

> Read more...

2 Files

SCORE Materials Generic Cognitive Ability II

This resource provides you with the second of two activities to enable you to self-assess your cognitive abilities. The resource is part of a collection of resources which form the SCORE Higher project. This project introduces and contextualises some of the key skills that you, as postgraduate researchers, should look to attain during candidature and provides the means by which you can assess your skills base at the start of your PhD. The resource consists of two documents: the first is the file that describes the actual activity. The second document is the introduction to the whole SCORE project which contextualises the resource.

> Read more...

4 Files

SCORE Materials Generic Communication I

This resource provides you with the first of two activities to enable you to self-assess your communication skills. The resource is part of a collection of resources which form the SCORE Higher project. This project introduces and contextualises some of the key skills that you, as postgraduate researchers, should look to attain during candidature and provides the means by which you can assess your skills base at the start of your PhD. The resource consists of four documents: the first is the file that describes the actual activity. Documents two and three are the posters you can use for the practical exercise. The forth document is the introduction to the whole SCORE project which contextualises the resource.

> Read more...

4 Files

SCORE Materials Generic Communication II

This resource provides you with the second of two activities to enable you to self-assess your communication skills. The resource is part of a collection of resources which form the SCORE Higher project. This project introduces and contextualises some of the key skills that you, as postgraduate researchers, should look to attain during candidature and provides the means by which you can assess your skills base at the start of your PhD. The resource consists of four documents: the first is the file that describes the actual activity. Documents two and three are the templates you can use for the practical exercise. The forth document is the introduction to the whole SCORE project which contextualises the resource.

> Read more...

2 Files

SCORE Materials Generic Cumulative Self-Assessment

This resource provides you with the template for the cumulative self-assessment of your score across all the SCORE activities you have completed. The resource is part of a collection of resources which form the SCORE Higher project. This project introduces and contextualises some of the key skills that you, as postgraduate researchers, should look to attain during candidature and provides the means by which you can assess your skills base at the start of your PhD.

> Read more...

1 Files

SCORE Materials Generic Introduction

This document introduces self-assessment for postgraduate researchers, aligned to the Researcher Development Framework (RDF). It explains the SCORE materials, outlines the SCORE project and how the individual activities fit together. We have also allied it to the other SCORE resources in order to contextualise each activity.

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1 Files

SCORE Materials Generic Poster 1 Communication I

This poster is part of the SCORE activity Communication I where you can test your communication skills by analysing two posters showcasing different research projects.

> Read more...

1 Files

SCORE Materials Generic Poster 2 Communication I

This poster is part of the SCORE activity Communication I where you can test your communication skills by analysing two posters showcasing different research projects.

> Read more...

2 Files

SCORE Materials Generic Research Management I

This resource provides you with the first of two activities to enable you to self-assess your research management skills. The resource is part of a collection of resources which form the SCORE Higher project. This project introduces and contextualises some of the key skills that you, as postgraduate researchers, should look to attain during candidature and provides the means by which you can assess your skills base at the start of your PhD. The resource consists of two documents: the first is the file that describes the actual activity. The second document is the introduction to the whole SCORE project which contextualises the resource.

> Read more...

2 Files

SCORE Materials Generic Research Management II

This resource provides you with the second of two activities to enable you to self-assess your research management skills. The resource is part of a collection of resources which form the SCORE Higher project. This project introduces and contextualises some of the key skills that you, as postgraduate researchers, should look to attain during candidature and provides the means by which you can assess your skills base at the start of your PhD. The resource consists of two documents: the first is the file that describes the actual activity. The second document is the introduction to the whole SCORE project which contextualises the resource.

> Read more...

2 Files

SCORE Materials Generic Self-Management I

This resource provides you with the first of two activities to enable you to self-assess your time-management skills. The resource is part of a collection of resources which form the SCORE Higher project. This project introduces and contextualises some of the key skills that you, as postgraduate researchers, should look to attain during candidature and provides the means by which you can assess your skills base at the start of your PhD. The resource consists of two documents: the first is the file that describes the actual activity. The second document is the introduction to the whole SCORE project which contextualises the resource.

> Read more...

2 Files

SCORE Materials Generic Self-Management II

This resource provides you with the second of two activities to enable you to self-assess your ability to manage your own time. The resource is part of a collection of resources which form the SCORE Higher project. This project introduces and contextualises some of the key skills that you, as postgraduate researchers, should look to attain during candidature and provides the means by which you can assess your skills base at the start of your PhD. The resource consists of two documents: the first is the file that describes the actual activity. The second document is the introduction to the whole SCORE project which contextualises the resource.

> Read more...

1 Files

SCORE Materials Landscape Poster Template Communication II

This template is part of the SCORE activity Communication II where you can test your communication skills by creating a poster outlining your own research project.

> Read more...

1 Files

SCORE Materials Portrait Poster Template Communication II

This template is part of the SCORE activity Communication II where you can test your communication skills by creating a poster outlining your own research project.

> Read more...

Collection

SCORE Higher: skills self-assessment for postgraduate researchers

This is a collection of activities for postgraduate researchers to undertake in order to self-assess their skills base at the start of candidature. It focuses on four skills drawn from the Researcher Development Framework (RDF): cognitive abilities; self-management; research-management; and communication.

> Read more...

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1 Files

A module on the History of Islamic Countryside

A level 5 (second year) undergraduate module on the history of peasantry and nomads in the Middle East, since the rise of Islam until the present day.

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0 Files

Trying to Understand the Quran - Arabic:shilgnE

This is a Wordle visualisation of the Quran, the holy book of Islam. Moslems believe the Quran was recited to Mohammed in Arabic, so only the original Classical Arabic gives a true understanding of the Quran. A word-by-word English translation can help non-Arabic speakers, and this image is extracted from Arabic and English morphosyntactically annotated and aligned text. Wordle calculates word frequencies in a text, resizes the words according to frequency, then fits the resized word-images like a jigsaw puzzle. The result highlights the key words in the text. Arabic is written right-to-left. Wordle cannot mix right-to-left and left-to-right scripts in each "jigsaw piece", so the result is an image which represents the challenge of understanding the Quran. 1 http://www.wordle.net

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1 Files

After the Brighton Bomb

Ephemera item from Observing the 1980s

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8 Files

Mass Observation Project Directive Autumn 1981

Listed here are links to the directive questionnaire and to entries in the University of Sussex Special Collections catalogue where users can click on additional links to a PDF of the individual's response to the directive, and to more information about them. There are seven responses to the 1981 Autumn directive covering Currency, Pet Food, Shopping Strategies, Business Premises, Unemployment, Liberal-SDP Alliance, and Christmas.

> Read more...

11 Files

Mass Observation Project Directive Autumn 1982

Listed here are links to the directive questionnaire and to entries in the University of Sussex Special Collections catalogue where users can click on additional links to a PDF of the individual's response to the directive, and to more information about them. There are ten responses to the 1982 Autumn directive covering Pocket Money, Business Premises, Cheque Books and Currency.

> Read more...

9 Files

Mass Observation Project Directive Autumn 1983

Listed here are links to the directive questionnaire and to entries in the University of Sussex Special Collections catalogue where users can click on additional links to a PDF of the individual's response to the directive, and to more information about them. There are eight responses to the 1983 Autumn directive covering housework and maintenance and business premises.

> Read more...

18 Files

Mass Observation Project Directive Autumn 1984

Listed here are links to the directive questionnaire and to entries in the University of Sussex Special Collections catalogue where users can click on additional links to a PDF of the individual's response to the directive, and to more information about them. There are seventeen responses to the 1984 Autumn directive covering Attitudes to the USA.

> Read more...

19 Files

Mass Observation Project Directive Autumn 1986 Part 2

Listed here are links to the directive questionnaire and to entries in the University of Sussex Special Collections catalogue where users can click on additional links to a PDF of the individual's response to the directive, and to more information about them. There are eighteen responses to Part 2 of the 1986 Autumn directive (Part 1, 'Self Portrait', is not open for research) covering major events of 1986.

> Read more...

17 Files

Mass Observation Project Directive Autumn 1986 Part 3

Listed here are links to the directive questionnaire and to entries in the University of Sussex Special Collections catalogue where users can click on additional links to a PDF of the individual's response to the directive, and to more information about them. There are fifteen responses to Part 3 of the 1986 Autumn directive (Part 1, 'Self Portrait', is not open for research) which asked respondents to submit a Day Diary for Christmas Day 1986.

> Read more...

18 Files

Mass Observation Project Directive Autumn 1988 Part 2

Listed here are links to the directive questionnaire and to entries in the University of Sussex Special Collections catalogue where users can click on additional links to a PDF of the individual's response to the directive, and to more information about them. There are seventeen responses to part two of the 1988 Autumn directive which requested a TV day diary to be completed by respondents on 1st November 1988 recording all their television watching for that day.

> Read more...

23 Files

Mass Observation Project Directive Autumn 1988 Part One

Listed here are links to the directive questionnaire and to entries in the University of Sussex Special Collections catalogue where users can click on additional links to a PDF of the individual's response to the directive, and to more information about them. There are twenty-two responses to part one of the 1988 Autumn directive covering regular pastimes including gardening, hobbies and pastimes, leisure, reading, sport and leisure activities.

> Read more...

19 Files

Mass Observation Project Directive Autumn/Winter 1987 Part 1

Listed here are links to the directive questionnaire and to entries in the University of Sussex Special Collections catalogue where users can click on additional links to a PDF of the individual's response to the directive, and to more information about them. There are nineteen responses to Part 1 of the 1987 Autumn/Winter directive covering the car; travel; driving.

> Read more...

17 Files

Mass Observation Project Directive Autumn/Winter 1987 Part 2

Listed here are links to the directive questionnaire and to entries in the University of Sussex Special Collections catalogue where users can click on additional links to a PDF of the individual's response to the directive, and to more information about them. There are sixteen responses to Part 2 of the 1987 Autumn/Winter directive covering the hurricanes, floods, and weather.

> Read more...

10 Files

Mass Observation Project Directive Spring 1982

Listed here are links to the directive questionnaire and to entries in the University of Sussex Special Collections catalogue where users can click on additional links to a PDF of the individual's response to the directive, and to more information about them. There are nine responses to the 1982 Spring directive covering House Prices, Unsolicited Mail, Weather in January, Railway Strike, Local Elections, Business Premises, Unemployment, Falklands/Malvinas War.

> Read more...

11 Files

Mass Observation Project Directive Spring 1983

Listed here are links to the directive questionnaire and to entries in the University of Sussex Special Collections catalogue where users can click on additional links to a PDF of the individual's response to the directive, and to more information about them. There are ten responses to the 1983 Spring directive covering The General Election, Waterworkers' Strike, Coinage, Viewing and Reading.

> Read more...

16 Files

Mass Observation Project Directive Spring 1984

Listed here are links to the directive questionnaire and to entries in the University of Sussex Special Collections catalogue where users can click on additional links to a PDF of the individual's response to the directive, and to more information about them. There are fifteen responses to the 1984 Spring directive covering Social Well-Being.

> Read more...

16 Files

Mass Observation Project Directive Spring 1985 Part 1

Listed here are links to the directive questionnaire and to entries in the University of Sussex Special Collections catalogue where users can click on additional links to a PDF of the individual's response to the directive, and to more information about them. There are fifteen responses to Part 1 of the 1985 Spring directive covering morality and religion including abortion; charities and moral beliefs; crime and moral issues; gender roles and morality; medical experiments; morality; overseas aid; beliefs & practices; science and medical experiments; animal experiments; vivisection

> Read more...

15 Files

Mass Observation Project Directive Spring 1985 Part 2

Listed here are links to the directive questionnaire and to entries in the University of Sussex Special Collections catalogue where users can click on additional links to a PDF of the individual's response to the directive, and to more information about them. There are fourteen responses to Part two of the 1985 Spring directive covering posters and posters in windows.

> Read more...

18 Files

Mass Observation Project Directive Spring 1987 Part 1

Listed here are links to the directive questionnaire and to entries in the University of Sussex Special Collections catalogue where users can click on additional links to a PDF of the individual's response to the directive, and to more information about them. There are seventeen responses to Part 1 of the 1987 Spring directive covering waste, thrift and consumerism.

> Read more...

20 Files

Mass Observation Project Directive Spring 1987 Part 2

Listed here are links to the directive questionnaire and to entries in the University of Sussex Special Collections catalogue where users can click on additional links to a PDF of the individual's response to the directive, and to more information about them. There are eighteen responses to Part 2 of the 1987 Spring directive covering the AIDS information campaign and responses to Press' AIDS campaign.

> Read more...

23 Files

Mass Observation Project Directive Spring 1988

Listed here are links to the directive questionnaire and to entries in the University of Sussex Special Collections catalogue where users can click on additional links to a PDF of the individual's response to the directive, and to more information about them. There are twenty-two responses to the 1988 Spring directive covering ownership and care of clothes; clothing purchase & maintenance; spending £250 on clothes; attitudes towards fashion; clothes and gender roles; clothes washing & ironing; clothing expenditure; personal appearance; clothing.

> Read more...

21 Files

Mass Observation Project Directive Spring 1989 Part One

Listed here are links to the directive questionnaire and to entries in the University of Sussex Special Collections catalogue where users can click on additional links to a PDF of the individual's response to the directive, and to more information about them. There are twenty responses to part one of the 1989 Spring directive covering disasters; natural disasters, media reporting disasters, overseas Aid, weather and disasters.

> Read more...

23 Files

Mass Observation Project Directive Spring 1989 Part Two

Listed here are links to the directive questionnaire and to entries in the University of Sussex Special Collections catalogue where users can click on additional links to a PDF of the individual's response to the directive, and to more information about them. There are twenty-one responses to part two of the 1989 Spring directive covering food news, food and health, food scares, travel and food safety measures, food, salmonella and listeria scares, food and environment.

> Read more...

8 Files

Mass Observation Project Directive Summer 1981

Listed here are links to the directive questionnaire and to entries in the University of Sussex Special Collections catalogue where users can click on additional links to a PDF of the individual's response to the directive, and to more information about them. There are seven responses to the Summer 1981 directive covering the following topics: Currency, Royal Wedding, Business Premises, Unemployment, Holidays, Food.

> Read more...

11 Files

Mass Observation Project Directive Summer 1982

Listed here are links to the directive questionnaire and to entries in the University of Sussex Special Collections catalogue where users can click on additional links to a PDF of the individual's response to the directive, and to more information about them. There are ten responses to the 1982 Summer directive covering Public Services, Private Services, The Budget, Gas & Electricity Bills, Royalty, Inflation, Currency, Food, and the EEC.

> Read more...

13 Files

Mass Observation Project Directive Summer 1983

Listed here are links to the directive questionnaire and to entries in the University of Sussex Special Collections catalogue where users can click on additional links to a PDF of the individual's response to the directive, and to more information about them. There are twelve responses to the 1983 Summer directive covering Work.

> Read more...

17 Files

Mass Observation Project Directive Summer 1984

Listed here are links to the directive questionnaire and to entries in the University of Sussex Special Collections catalogue where users can click on additional links to a PDF of the individual's response to the directive, and to more information about them. There are sixteen responses to the 1984 Summer directive covering Electronic Banking and Miscellany on Current Events and Strikes.

> Read more...

21 Files

Mass Observation Project Directive Summer 1987

Listed here are links to the directive questionnaire and to entries in the University of Sussex Special Collections catalogue where users can click on additional links to a PDF of the individual's response to the directive, and to more information about them. There are twenty responses to the 1987 Summer directive, a day diary for August Bank Holiday 1987. Themes covered in this Directive question include; childhood holidays; August Bank Holiday; ideal holidays; personal experiences of holiday; honeymoons; tourism; transport.

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23 Files

Mass Observation Project Directive Summer 1988 Part One

Listed here are links to the directive questionnaire and to entries in the University of Sussex Special Collections catalogue where users can click on additional links to a PDF of the individual's response to the directive, and to more information about them. There are twenty-two responses to part one of the 1988 Summer directive covering time including clocks about the house, housework timetables, and using time.

> Read more...

24 Files

Mass Observation Project Directive Summer 1988 Part Two

Listed here are links to the directive questionnaire and to entries in the University of Sussex Special Collections catalogue where users can click on additional links to a PDF of the individual's response to the directive, and to more information about them. There are twenty-three responses to part two of the 1988 Summer directive covering objects about the house; objects of value and feeling.

> Read more...

19 Files

Mass Observation Project Directive Winter 1984

Listed here are links to the directive questionnaire and to entries in the University of Sussex Special Collections catalogue where users can click on additional links to a PDF of the individual's response to the directive, and to more information about them. There are seventeen responses to the 1984 Winter directive covering Relatives, Friends and Neighbours.

> Read more...

6 Files

Mass Observation Project Directive: EEC Special 1982: Tenth Anniversary of British Entry Into Europe

Listed here are links to the directive questionnaire and to entries in the University of Sussex Special Collections catalogue where users can click on additional links to a PDF of the individual's response to the directive, and to more information about them. There are five responses to the 1982 EEC Special directive covering the tenth anniversary of British entry into Europe.

> Read more...

11 Files

Mass Observation Project Directive: Winter 1982

Listed here are links to the directive questionnaire and to entries in the University of Sussex Special Collections catalogue where users can click on additional links to a PDF of the individual's response to the directive, and to more information about them. There are ten responses to the 1982 Winter directive covering food and gardening.

> Read more...

14 Files

Mass Observation Project Directive: Winter 1983

Listed here are links to the directive questionnaire and to entries in the University of Sussex Special Collections catalogue where users can click on additional links to a PDF of the individual's response to the directive, and to more information about them. There are thirteen responses to the 1983 Winter directive covering Christmas Cards and Buying British.

> Read more...

8 Files

Mass Observation Project Royal Wedding Special 1981

Listed here are links to the directive questionnaire and to entries in the University of Sussex Special Collections catalogue where users can click on additional links to a PDF of the individual's response to the directive, and to more information about them. There are seven responses to the 1981 Royal Wedding Special directive covering the wedding of Charles and Diana.

> Read more...

20 Files

Mass Observation Project Special Directive 1987

Listed here are links to the directive questionnaire and to entries in the University of Sussex Special Collections catalogue where users can click on additional links to a PDF of the individual's response to the directive, and to more information about them. There are nineteen responses to the May 1987 Special directive on the General Election.

> Read more...

10 Files

Mass Observation Project Special Directive: Falkland Islands Crisis 1982

Listed here are links to the directive questionnaire and to entries in the University of Sussex Special Collections catalogue where users can click on additional links to a PDF of the individual's response to the directive, and to more information about them. There are nine responses to the 1982 Falkland Islands Crisis Special directive covering the Falklands/Malvinas conflict and war with Argentina.

> Read more...

Collection

Observing the 1980s

Observing the 1980s brings together ‘voices’ from both the Mass Observation Project and the British Library Oral History Collection. This material offers a unique and inspiring insight into the lives and opinions of British people from a range of social classes and regions during the 1980s. Additional context for these materials comes from a collection of ephemera from the same period, consisting of a range of publications dealing with contemporary issues such as the Poll Tax, AIDS and the Falklands Conflict. The materials were selected for their relevance to themes addressed in the undergraduate history course ‘1984: Thatcher’s Britain’ at the University of Sussex. These digitised resources are available under a Creative Commons Attribution Non-Commercial Share-alike licence . This means that you may download and re-use the resources for non-commercial purposes but you must credit the author and make available any re-purposed versions under the same Creative Commons licence terms. Access to the British Library oral history interviews is via the British Library Sound Archive Oral History Collections.

> Read more...

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2 Files

Je fais ma valise

Activite et echanges autour du lexique du voyage et des vetements

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2 Files

Psychological Warfare and the Algerian War

This material on gender, psychological warfare and the Algerian War was designed in collaboration with staff and students at City and Islington College following the IB unit 'Causes, Practices and Effects of Wars'. It provides material for between 2 and 4 hours of lessons, depending on how you choose to use it, encouraging students to engage with a range primary sources which I have translated into English. By getting students to think about the nature of sources we use, it could also be used by A Level or first year undergraduates following a course on historical methods. The primary sources here are in many cases original archives or oral interviews so this source is also potentially of interest to undergraduates and postgraduates studying the Algerian War - especially if they don't read French!

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W

1 Files

Preterito o Imperfecto

Power point created by Ab-initio students of Spanish with sound extracts from an interview to Benita Mendiola, Niña de Rusia. This Power Point illustrates and contrasts the uses of the preterit and imperfect tense in Spanish. This task was a preparation task to complete Assignment 3; an interview.

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2 Files

Thematic Pronunciation Materials: Finance and Inheritance Tax

This is a worksheet for thematically-based pronunciation activities. The listening file on which it is based is a BBC report on inheritance tax. The activities provided here include practice with word stress, chunking, stress timing sentence stress and /I/ and /i:/ differentiation

> Read more...

2 Files

Thematic Pronunciation Materials: Free Trade and Protests in Colombia

This is a worksheet for thematically-based pronunciation activities. The listening file on which it is based is a BBC report on protests in Colombia against the WTO. The activities provided here include practice with chunking, the relationship between punctuation and pronunciation, and pronunciation of /r/ in different positions.

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2 Files

Thematic Pronunciation Materials: Health and Pharmaceutical Research

This is a worksheet for thematically-based pronunciation activities. The listening file on which it is based is a BBC report on pharmaceutical research. The activities provided here include practice with word stress, chunking and contrastive stress.

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2 Files

Thematic Pronunciation Materials: Industry and Nuclear Energy

This is a worksheet for thematically-based pronunciation activities. The listening file on which it is based is a BBC report on nuclear power. The activities provided here include practice with word stress andidentifying tonic syllables.

> Read more...

2 Files

Thematic Pronunciation Materials: Social Policy and Pensions

This is a worksheet for thematically-based pronunciation activities. The listening file on which it is based is a BBC report on pensions. The activities provided here include practice with word stress, tone units and embedded information.

> Read more...

2 Files

Thematic Pronunciation Materials: The Environment and Carbon Trading

This is a worksheet for thematically-based pronunciation activities. The listening file on which it is based is a BBC report on carbon trading. The activities provided here include practice with word stress, chunking, stress timing and intonation.

> Read more...

1 Files

Lecture on Peter Pan and Disney adaptation

A lecture given as part of a summer school on adapting the popular. There was a follow up lecture on Hook and P.J. Hogan's film

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1 Files
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1 Files

Association Infographic

The Association Infographic is a dynamic learning object which illustrates the relationship between the higher education researcher and the scholarly professional associations. It also links together relevant peer-support communities for graduate and PhD students, postdocs, and early career researchers. An attached PDF document lists key organisations in a particular field (literature & modernist studies) together with details of the forthcoming meetings and annual conventions, and links to the association websites.

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This list was generated on Wed Sep 27 07:44:19 2017 BST.